“AI’s Pompous Vocabulary Sounds Like it’s Trying to Impress Someone”: Preservice Teachers’ Respond to AI Reviews of their Writing

Abstract

This study examines pre-service teachers’ (PSTs’) responses to using AI to review their writing. As part of a class activity, PSTs prompted an AI-chatbot for feedback and revisions on a short essay based on a provided assignment rubric. They then exchanged papers with a classmate and completed a peer review. Afterward, they reflected on the pros and cons of using AI in this way, and compared the process to peer review. While some PSTs initially encountered functionality issues, all were able to obtain feedback and the majority reported finding it useful. In general, the PSTs appreciated AI’s speed and expertise and the potential to customize feedback based on their needs. However, many were skeptical of AI’s evaluation of their writing and critical of AI’s revisions, particularly to changes in vocabulary, with some noting a loss of voice. The authors emphasize the importance of developing PSTs’ AI literacy skills and requiring critical reflections as part of any AI-supported review process. The implications of including AI review as part of PSTs’ writing process are discussed.

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